The cue-diagnosticity intervention improved teachers' calibration: confidence and judgment accuracy became more aligned¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Calibration was higher (better aligned) after the intervention than before (B = -0.53, p = 0.001, R2 = 0.097, which the article labels a small effect). → Janneke van de Pol 2024

Evidence¶

Janneke van de Pol 2024¶

Janneke van de Pol, Eleanor Rowan, Eva Janssen, Tamara van Gog. (2024). Effects of availability of diagnostic and non-diagnostic cues on the accuracy of teachers' judgments of students' text comprehension. Metacognition and Learning. https://doi.org/10.1007/s11409-024-09383-0

q3 · i? · causal · r2

Multilevel comparison of conditions 3 and 4 (N = 33 teachers) found "teachers' calibration was higher after the intervention than before"; the article prints R2 = 0.097 and labels it a small effect. Calibration was the absolute difference between confidence and accuracy.

"teachers' calibration was higher after the intervention than before (B = -0.53, SE = 0.16, p = 0.001; R2 = 0.097 [small effect])"

Discussion¶

Related Claims¶

• The cue-diagnosticity intervention steered cue utilization: diagnostic cue use increased and non-diagnostic cue use decreased
• A brief cue-diagnosticity intervention did not significantly improve teachers' judgment accuracy, presumably because accuracy was already relatively high — related
• Teachers' judgments of students' text comprehension are significantly more accurate when diagnostic performance cues are available than when only non-diagnostic student cues are available — related